MODERNIZATION OF PROFESSIONAL DEVELOPMENT OF ISLAMIC EDUCATION TEACHERS IN INDONESIA

2020 ◽  
Vol 11 (2) ◽  
pp. 111-137
Author(s):  
Junaidi Arsyad ◽  
Hasni Arfah
Keyword(s):  
Professional Development ◽  
Religious Education ◽  
Professional Education ◽  
Islamic Education ◽  
Teacher Professionalism ◽  
Teacher Competence ◽  
National Education ◽  
Professional Educators ◽  
Reading Material ◽  
Material Sources

ABSTRACT When carrying out their profession, teachers of Islamic Religious Education require a professional, responsible and competent attitude as mandated in the Teacher and Lecturer Law to achieve National education goals, namely the birth of intelligent, competitive, and competitive Indonesians in all walks of life. Teachers must be taken by teachers through education, training, and professional development when carrying out their professional educators' duties. This study uses a qualitative approach with descriptive-analytical methods, where the steps of the work are collecting from existing reading material sources, then making a writing framework as desired in the method. The research results indicate that Islamic education teachers' professional development is determined by three essential factors: teacher competence, teacher certification, and teacher professional allowances. Therefore, teacher professionalism is a condition in which the work or activity carried out by a teacher becomes a source of living income that requires expertise, proficiency, or skills that meet specific quality standards or norms and require professional education to hone and improve their competence

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

scholarly journals Improving Teacher Quality in the Perspective of Islamic Teaching Professionalism

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Rudi Ahmad Suryadi
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Religious Education ◽  
Teacher Professionalism ◽  
Literature Study ◽  
Scientific Publications ◽  
Self Development ◽  
Quality Of Learning ◽  
Innovative Work

Various components influence quality religious education. One of the dominant ones is the teacher. Learning will be of high quality if the teacher is competent and professional. The professional development of teachers is a stage in strengthening skills, competencies, and career advancement, which leads to an increase in the quality of learning being taught. This research uses a literature study method. Sources of data obtained through references and other reading sources related to teacher professionalism, the results showed that the problem of teacher professionalism originated from three components, namely self-development, scientific publications, and innovative work. Quality improvement is more dominantly influenced by teacher professionalism, where teachers are required to achieve predetermined qualifications. by meeting adequate qualifications, the teacher's position will automatically increase. Professional development is related to advancing knowledge and skills by considering attitudes and approaches to improving the quality of learning. It is a process of growing teacher professionalism in strengthening the skills, duties and careers of teachers in facing the changes that occur.Pendidikan agama yang bermutu dipengaruhi oleh berbagai komponen. Salah satunya yang dominan adalah guru. Pembelajaran akan bermutu, apabila gurunya kompeten dan profesional. Pengembangan profesionalitas guru merupakan tahapan dalam penguatan keahlian, kompetensi, dan peningkatan karir yang berujung pada peningkatan mutu pembelajaran yang diampu. Riset ini menggunakan metode studi kepustakaan, sumber data diperoleh melalui referensi dan sumber bacaan lain yang berkaitan dengan profesionalisme guru.  Hasil penelitian menunjukkan bahwa masalah profesioalisme guru berawal dari tiga komponen, yaitu pengembangan diri, publikasi ilmiah, dan karya inovatif. Peningkatan kualitas lebih dominan dipengaruhi oleh profesionalisme guru, dimana guru dituntut untuk mencapai kualifikasi yang telah ditetapkan. dengan memenuhi kualifikasi yang memadai maka posisi guru akan secara otomatis meningkat. Pengembangan profesionalisme terkait dengan peningkatan pengetahuan dan keterampilan dengan mempertimbangkan sikap dan pendekatan untuk meningkatkan kualitas pembelajaran. Merupakan proses peningkatan profesionalisme guru dalam memperkuat keterampilan, tugas dan karir guru dalam menghadapi perubahan yang terjadi.

scholarly journals PENINGKATAN PROFESIONALISME GURU PENDIDIKAN AGAMA HINDU PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

WIDYANATYA ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Anak Agung Ketut Raka ◽  
I Ketut Winantra
Keyword(s):  
Religious Education ◽  
Legal Protection ◽  
Teaching Profession ◽  
Teacher Professionalism ◽  
Quality Of Education ◽  
National Education ◽  
Professional Authority ◽  
Teacher Professional ◽  
The Government

ABSTRAK             Di Indonesia peningkatan mutu pendidikan merupakan sasaran pembangunan di bidang pendidikan nasional dan merupakan bagian integral dari upaya peningkatan kualitas manusia secara menyeluruh. Mengingat peran pendidikan sangat penting bagi kehidupan masyarakat, maka pemerintah berupaya untuk meningkatkan kwalitas semua komponen yang dapat menunjang peningkatan mutu pendidikan. Salah satu komponen yang dimaksud adalah peningkatan mutu profesionalisme guru khususnya guru pendidikan agama hindu.             Ada beberapa komponen strategis yang perlu diperhatikan oleh guru pendidikan agama hindu yaitu permasalahan-permasalahan profesionalisme guru, prinsip-prinsip profesionalisme guru dan upaya peningkatan profesionalisme guru. Permasalahan-permasalahan profesionalisme guru meliputi profesionalisme profesi keguruan, otoritas profesioanal guru, kebebasan akademik dan tanggung jawab moral. Prinsip-prinsip profesionalisme guru meliputi memiliki bakat, minat, panggilan jiwa dan idealisme, memiliki komitmen, kualifikasi akademik, kompetensi, tanggung jawab, penghasilan, kesempatan, jaminan perlindungan hukum dan organisasi profesi. Upaya-upaya profesionalisme guru meliputi terdidik secara baik, terlatih secara baik, dihargai secara baik, terlindungi secara baik dan dikelola secara baik. ABSTRACT Indonesia is improving the quality of education is a development target in the field of national education and is an integral part of efforts to improve the quality of society, the government seeks to improve the quality of all components that can support the improvement of the quality of education. one of the components in question is improving the quality of teacher professionalism, especially teachers of Hindu education. There are several strategic components that need to be considered by Hindu religious education teachers, namely problems - the problems of teacher professionalism, the principles of teacher professionalism and efforts to increase teacher professionalism. problems - the problems of teacher professionalism include professionalism of the teaching profession, teacher professional authority, academic breakdown and moral responsibility. the principles of teacher professionalism include having talent, interest, calling soul and idealism, having commitment, academic qualifications, competence, responsibilities, income, opportunities, legal protection guarantees and professional organizations.Efforts - the efforts of teacher professionalism include well-educated, well-trained, well-respected, well-protected and well-managed.

scholarly journals Perbandingan Pendidikan Islam di Asia Tenggara

2015 ◽  
Vol 4 (1) ◽  
pp. 71
Author(s):  
Pendi Susanto
Keyword(s):  
Religious Education ◽  
Central Government ◽  
Boarding School ◽  
Islamic Education ◽  
Education Administration ◽  
Education Department ◽  
National Education ◽  
Education Experience ◽  
National Education System ◽  
Religion Teacher

AbstractIslamic education in Southeast Asia has some diverse substances. In Indonesia, Islamic education experience rapid progress. Indonesia employ Islamic education as cumpolsarysubject in schools and public universities. In Malaysia, Islamic education has manyimprovements since 1956 e.g. Islamic education is taught in national school and alsoMalaysia also formed religious education department that handle every religious subjectin schools. Thailand, especially in couple regions such as Pattani, Setul, Yala, andNarathiwat, Islamic education with boarding school and Madrasah become islamicidentity backbone and Islamic struggle against central government. Meanwhile, differentcondition takes place to Islamic education in Singapore. There is still an unclearedpurpose between islamic education with national education system, there is no islamicuniversity, no standard curriculum, no central islamic education administration, andthe lack of fund and economical status of religion teacher.

scholarly journals Issues and Challenges in 21st-century Learning of Special Education (Hearing Impaired) in Islamic Education

2021 ◽  
Vol 6 (9) ◽  
pp. 477-486
Author(s):  
Norlela Ali ◽  
Tengku Sarina Aini Tengku Kasim ◽  
Nor Raudah Siren
Keyword(s):  
Special Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Strong Support ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Hearing Impaired ◽  
Islamic Education ◽  
Teacher Professionalism ◽  
National Education

This study was conducted to identify the challenges of Islamic education teachers in the implementation of the 21st-century learning for the teaching and learning of Islamic education special education hearing impaired. This study is a library review that uses a variety of key reference sources such as books, journals, seminar presentations, conference papers, and various sources from the internet such as websites, as well as official portals that contain information related to the study. All reference sources are analyzed to obtain the facts and detailed information on the topics discussed. The results of the discussion show that there are several challenges identified in implementing learning and facilitation based on the 21st-century learning for Islamic education for hearing-impaired students. Among them are aspects of teacher professionalism, communication skills of teachers and students, application of high-level thinking skills, and teaching facilities. To face the challenges in implementing the 21st-century learning, teachers are advised to constantly improve their knowledge and skills in various fields, especially in the field of Islamic education and special education, in addition to mastering pedagogical skills and educational technology. High commitment from teachers and strong support from the administrators is very necessary in realizing the 21st-century learning, further able to boost the excellence of special education students with hearing-impaired in fulfilling the aspirations of national education.

scholarly journals Transcendence and Immanence: Teacher Professionalism in Islamic Religious Perspectives

Nadwa ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 205
Author(s):  
Soufian Hady
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Dual Task ◽  
Professional Education ◽  
Future Teacher ◽  
Teacher Professionalism ◽  
Library Research ◽  
Professional Teacher ◽  
Religious Perspectives ◽  
Teacher Professional

<p>The purpose of this research is to describe what is essence of professionalism teacher in Islamic perspective. This research uses library research. The results showed that the professionalism of teachers in Islam is based on two basic criteria, namely a call of life (Abdullah<em>; </em>transcendence) and expertise (<em>khalifatullah;</em> immanence). Therefore, the Professional teachers in Islam have the dual task of being carriers of religious (trancendence) and scientific missions (immanence). The first mission of professional teacher is to convey the da'wah and values of religious teachings to students, so students can live their lives in accordance with religious norms and have an awareness that all their actions are worthy of pure worship only for their Lord. While the second mission (immanence) of a teacher is to bring students to be intelligent student and master the latest knowledge according to students' interests. Hopefully this idea can be the spirit of future teacher professional development such as the implementation of Teacher Professional Education (TPE / PPG).</p><p><strong>Keywords: t</strong>ranscendence; immanence: teacher professionalism; Islamic religious; Teacher Professional Education; TPE</p><p><strong> </strong><strong>Abstrak</strong></p><p>Tujuan penelitian ini adalah untuk mendeskripsikan esensi profesionalisme dalam perspektif Islam. Metode penelitian menggunakan studi kepustakaan. Hasil penelitian menunjukkan bahwa profesionalisme guru dalam Islam pada dasarnya didasarkan pada dua kriteria dasar, yaitu panggilan hidup (transendensi Abdillah) dan keahlian (khalifatullah immanence). Oleh karena itu, para guru profesional dalam Islam memiliki tugas ganda yaitu menjadi pembawa misi keagamaan (trancendence) dan misi ilmiah (imanensi). Misi pertama guru profesional adalah untuk menyampaikan dakwah dan nilai-nilai ajaran agama kepada siswa, sehingga siswa dapat menjalani kehidupan mereka sesuai dengan norma-norma agama dan memiliki kesadaran bahwa semua tindakan mereka layak ibadah murni hanya untuk Tuhan mereka. Sedangkan misi kedua (imanensi) seorang guru adalah membawa siswa menjadi siswa yang cerdas dan menguasai pengetahuan terbaru sesuai dengan minat siswa.</p><p>Kiranya hal ini bisa menjadi semangat pengembangan profesi guru mendatang seperti pelaksanaan Pendidikan Profesi Guru (PPG).</p><strong>Kata Kunci: </strong>transendensi; imanensi: profesionalisme guru; agam Islam; Pendidikan Profesi Guru (PPG)<br /><p><em><br /></em><em></em></p>

scholarly journals Perkembangan Pendidikan Islam di Indonesia dan Upaya Penguatannya dalam Sistem Pendidikan Nasional

2020 ◽  
Vol 1 (02) ◽  
pp. 39-53
Author(s):  
Miftahul Huda
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
New Order ◽  
National Education ◽  
Advantages And Disadvantages ◽  
National Education System ◽  
Independence Era ◽  
The Government

This paper aims to analyze the development of Islamic education in Indonesia and efforts to strengthen it in the national education system. This type of research is descriptive qualitative. Study of literature by focusing on terms of peeling, summarizing and collecting a literature, then the authors provide an analysis of the data that has been collected. The results showed that during the pre-independence era religious education was not only not recognized but also not included in the education system, it was even suspected of being a place to incite and fight the invaders. At the time of independence it did not yet have a role because the government still tended to be controlled by nationalist and secular groups, if there were Islamic groups, Islam was still more abangan. Thus the New Order government continuously fostered the quality of madrasa education so that in 1975 a joint decree (SKB) was issued by three ministers on Improving the Quality of Education in Madrasas, where the SKB of the three ministers had advantages and disadvantages. So that the solution of this weakness is the government is trying to make breakthroughs to restore the function of the madrasa as a place to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). Henceforth, this MAPK was changed to Madrasah Aliyah Religious (MAK) which focuses and strengthens the field of Islamic education. There are two strengthening of Islamic education in the national education system, namely strengthening Islamic educational institutions, and strengthening religious subjects in all schools both under the auspices of the Ministry of Religion and other Ministries.

scholarly journals UPAYA PENCAPAIAN TUJUAN PENDIDIKAN ISLAM DALAM PENDIDIKAN NASIONAL DIMASA PANDEMI COVID-19

2021 ◽  
Vol 2 (01) ◽  
Author(s):  
Fery Diantoro ◽  
Endang Purwati ◽  
Erna Lisdiawati
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Quality Of Education ◽  
National Education ◽  
Face To Face ◽  
Corona Virus ◽  
National Education System ◽  
The Impact

Starting in early 2020, Indonesia has been living life with the impact of the disaster, namely of the corona virus or also called as covid-19. Activities in various fields, especially education, face various problems in the process, which were initially carried out face-to-face/offline to online and of course this all affects the system and quality of education. Islamic education which has taken place as an inseparable part of the national education system has also experienced this impact. The writing of this article is to identify the difficulty of Islamic education in national education during the covid-19 pandemic, whose goal is to provide knowledge of the efforts made by Islamic education during the covid-19 pandemic. The results of the discussion show that Islamic education in national education during the covid-19 pandemic develops potential or provides creativity to students, teaches to always try in any activity, strives and prays to God Almighty, is responsible for all activities that should still be carried out. while online, maintain morals, manners, be independent, knowledgeable, and of course must keep the spirit. To optimize the function of Islamic religious education, it is necessary to maximize the program through efforts to equalize peers in schools, support facilities for activities, support from related parties, evaluateKeyword: Islamic Education, National Education, Covid-19.

scholarly journals Islamic Religious Education in the Era of Afta

2015 ◽  
Vol 2 (2) ◽  
pp. 204-221
Author(s):  
Hasbi Indra
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Research Study ◽  
Islamic Education ◽  
National Education ◽  
Qualitative Research Study ◽  
Standard Education ◽  
National Education System ◽  
Asean Countries

Abstract Taman Pendidikan Al Qur’an (TPA), Pesantren and Madrasah Diniyah are important parts in the development of Islamic national education. Although the future of those Islamic education is quite difficult to be predicted, they have already become vital components of the national education system. In addition, the quality of this various Islamic institution is also leaded to the International standard education. This article is a qualitative research study which compare and contrast several literatures about Islamic religious education in Indonesia. ASEAN State of Education Report revealed that one of the 2013’s agenda is to develop the quality of education in ASEAN countries. Based on this agenda, Islamic education, which is an important part of the educational system in Indonesia, is also hoped to increase its quality and be ready to compete in International level to face the AFTA. Several efforts have been devoted in order to increase the quality of Islamic religious education. This research is qualitative research study. Abstrak Taman Pendidikan Al Qur’an (TPA), Pesantren dan Madrasah Diniyah merupakan bagian yang penting dalam perkembangan pendidikan Islam nasional. Meskipun cukup sulit untuk diprediksi. masa depan pendidikan Islam tersebut sudah menjadi komponen yang sangat penting bagi sistem pendidikan nasional. Lebih lagi, kualitas institusi Islam yang beragam ini juga mengarah kepada standar pendidikan internasional. Tulisan ini merupakan penelitian kualitatif yang membandingkan dan membedakan beberapa literatur tentang pendidikan Agama Islam di Indonesia. Laporan Bagian Pendidikan ASEAN menunjukkan bahwa salah satu agenda 2013 adalah untuk mengembangkan kualitas pendidikan di negara-negara ASEAN. berdasarkan agenda tersebut, pendidikan Islam, yang merupakan bagian penting darui sistem pendidikan di Indonesia, juga diharapkan dapat meningkatkan kualitasnya dan siap untuk bersaing di tingkat internasional untuk menghadapi AFTA. Beberapa usaha telah dicurahkan untuk meningkatkan kualitas pendidikan agama Islam. How to Cite : Indra, H. (2015). Islamic Religious Education in the Era of Afta.TARBIYA: Journal Of Education In Muslim Society,2(2), 204-221. doi:10.15408/tjems.v2i2.2208. Permalink/DOI:http://dx.doi.org/10.15408/tjems.v2i2.2208

scholarly journals Analisis Kritis Kebijakan Standar Kompetensi Lulusan (SKL) Dan Standar Isi Kurikulum Pendidikan Agama Islam

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Abdul Muis Pawero
Keyword(s):  
Policy Analysis ◽  
Religious Education ◽  
Critical Analysis ◽  
Islamic Education ◽  
Curriculum Materials ◽  
Weak Point ◽  
National Education ◽  
Violent Criminal ◽  
The World

Abstract. In the Sisdiknas Law no. 20. Year 2003 in chapter 1 article 3 has been declared that the national education function to develop the ability and form the character and civilization of a dignified nation in order to educate the nation's life, aims for the development of potential learners to be a human being who believes and cautious to God Almighty, be noble, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen.The purpose of the national education is inversely proportional to the results of a survey that shows that Indonesia country is still perched in the ranks of the most corrupt countries in the world, corruption in various institutions, increasingly loose discipline of increasing violent criminal acts, anarchism, thuggery, alcoholism and drugs struck among the pelajra and students. This paper will discuss the contents of the curriculum and the Competence Standards of Graduation (SKL) of Islamic education to see whether the contents or curriculum materials now meet the expectations or not. So it is necessary to conduct a critical analysis / analysis of the causes of the weak point of Islamic religious education, especially on the content of curriculum materials of Islamic educationKeyword; Policy Analysis, Graduate Competency Standards, Curriculum Content Standards.Abstrak. Dalam Undang-Undang Sisdiknas no. 20. Tahun 2003 pada bab 1 pasal 3 telah dinyatakan bahwa pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan yang maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab.Tujuan pendidikan nasional tersebut berbanding terbalik dengan Hasil survei yang menunjukkan bahwa negeri kita masih bertengger dalam jajaran negara yang paling korup di dunia, KKN melanda di berbagai institusi, disiplin makin longgar semakin meningkatnya tindak kriminal kekerasan, anarkisme, premanisme, konsumsi minuman keras dan narkoba sudah melanda di kalangan pelajra dan mahasiswa.Makalah ini akan mendiskusikan isi kurikulum serta Standar Kompetensi Kelulusan (SKL) pendidikan agama Islam guna meneropong apakah isi atau materi kurikulum saat ini sudah memenuhi harapan atau belum. Maka perlu kiranya melakukan telaah/analisis secara kritis mengenai penyebab titik lemah dari pendidikan agama Islam terutama pada isi materi kurikulum pendidikan agama Islam.Kata Kunci: Analisis Kebijakan, Standar Kompetensi Lulusan, Standar Isi Kurikulum.

Sign in / Sign up

Export Citation Format

Share Document